Using soft skills in non-formal education Demonstration lesson: the basics

Course practicalities Welcome Timing of the session Special arrangements

Timing Monday Tuesday Wednesday Thursday Friday 9-12 AM Session 1 2-5 PM

Special arrangements 1. Notes will be handed out after each session 2.Reading materials: see bibliography

Classroom = the outside world Introductory lesson Classroom = the outside world

Where are you from? What have you already done today?

SOFT SKILLS Personal Qualities Habits good employee/member who is compatible to work with Attitudes & Social Grace Habits Personal Qualities

Subject matter expertise HARD SKILLS Trade skills Subject matter expertise e.g. accounting, typing, operating machinery, etc.

A good driver combines soft and hard skills

Soft or hard? SOFT HARD Operating a computer  Motivating colleagues  Being able to plan your work  Being flexible  Mastering a second language  Being able to drive fork lift truck  Dealing with conflicts appropriately 

Growing attention to the soft skills: no person is working in isolation. As non-formal education addresses gaps in employability skills, soft skills are essential!

TRADITIONAL VERSUS ALTERNATIVE

TRADITIONAL APPROACH ALTERNATIVE APPROACH Demonstration 1 Demonstration 2 Trainer = in control Trainer = coach Learner = empty container Learner = packed with experience from before Learner = passive Learner = actively engaged Focus = knowing more Focus = being able to do something TRADITIONAL APPROACH ALTERNATIVE APPROACH

Major assumptions in traditional training methodology Acquisition of subject knowledge by learners will automatically lead to action, or change in behaviour. The facilitator ‘owns’ the knowledge and can therefore transmit or impart it as ‘instructor’. Learning depends essentially on the facilitators’ teaching capacity and the learners’ learning capacity. Training is the responsibility of the facilitator and the training institution. Knowledge, and training, are value-neutral and ‘objective’.

Major assumptions in alternative approach to training People cannot be developed; they can develop themselves. Acquired knowledge does not automatically lead to action or changed behaviour, people first need to be convinced about the importance of change. Learners themselves are a rich source of information and knowledge about the real world. The collective is a powerful tool for learning and change. Training and knowledge can never be neutral.

PARTICIPATORY TRAINING BASED ON THE ALTERNATIVE APPROACH Not just a set of techniques Aims at creating an experience of personal and collective change Encourages people to question what they have always accepted Recognises and validates authentic and accurate people’s knowledge

LIMITATIONS OF PARTICIPATORY TRAINING It can not change structures and systems of society. It gives the learner the option to accept or reject any option or change.

HOW DO WE LEARN?

FIVE KEY PRINCIPLES FOR ADULT LEARNING

KEY PRINCIPLE 1 Adults come to the learning situation with a well-defined self-concept, and their learning can be facilitated by helping them to build up their self-concept.

KEY PRINCIPLE 2 Adult learning is an emotional experience, both in the sense that certain emotions are associated with learning, and that learning occurs through feeling as much as thinking or acting.

Adults choose whether to learn or not. KEY PRINCIPLE 3 Adults choose whether to learn or not.

KEY PRINCIPLE 4 Adults learn what they think is relevant to their lives and their problems.

Adults learn based on experience. KEY PRINCIPLE 5 Adults learn based on experience.

THE EXPERIENTIAL LEARNING CYCLE Experiencing Publishing Processing Generalising Applying

The happy kingdom versus The unhappy kingdom

The ideal learning environment and how to create, build, sustain and nurture it.

Valuing learners and their experiences Sharing personal experiences Openness Challenging Safety Support Feedback

In order to create such an ideal learning environment, some things need to be taken care of: Relevancy of the subject matter and learning methods Constantly involving the learners Take away any cause of stress or anxiety The trainer’s behaviour

The conditions for learning   An environment of active people A climate of respect A climate of acceptance An atmosphere of trust A climate of self-discovery A non-threatening climate A climate of openness An emphasis on the uniquely personal nature of learning A climate in which differences are thought to be good and desirable A climate which recognises the right of individuals to make mistakes An atmosphere that tolerates ambiguity An emphasis on co-operative evaluation and self-evaluation